Average Difficulty Level Research Articles

PENGEMBANGAN INSTRUMEN EVALUASI BERBASIS KEMAMPUAN PEMECAHAN MASALAH PADA MATERI EKSPONEN DI TINGKAT SMA

The purpose of this research is to produce a test instrument to measure mathematical problem-solving ability by looking at the development procedures and the quality of the mathematics problem solving instruments developed. The research used is the type of research (R&D) that is the development of test instruments to measure the ability to solve mathematical problems. The development model of this research instrument is developed on the basis of the Tessmer model which is the formative type of evaluation, i.e. (1) preliminary stage, (2) self evaluation stage, (3) prototyping stage (expert reviews, one-to-one and small group) and (4) field test stage. The test subject of the experiment were X Students of SMAN 2 Bayah which amounted to 25 students. Based on the results of experiments conducted, it is found that: (1) math problem solving test instrument has been said "valid" because based on the CVR results are 1 and meet the criteria of ≥ 0.99 and CVI is 1 with a category perfectly suitable or in the range 0,68-1,00 (2) mathematical problem-solving test instrument is said to be reliable with a value of 0.754 with high category, and is in the range of 0.60 < r11 < 0,80 (3)instrumen test the math problem solving device has a level of difficulty good then the average level of difficulty obtained is 0.58 with the medium category that is in the range of 0.31 to 0.70. (4) instrumen test math problem solving devices has a power a good differentiator and the average distinguishing power obtained is 0.35 with sufficient category or is in the range Dp > 0.2. As a result, the produced instrument is appropriate for assessing pupils' mathematical problem-solving abilities

PENGEMBANGAN INSTRUMEN TES MATEMATIKA BERBASIS HIGHER ORDER THINGKING SKILLS (HOTS) UNTUK SISWA SMP

The aim of this research is to develop a mathematical test instrument based on Higher Order Thingking Skills for high school students. The research methods used in this research are research and development methods or Research and Development. (R&D). The data-gathering instruments for this search are teacher lift, student perception lift, observation sheet, interview guide, and the definition test of Higher Order Thinking Skills. (HOTS). The study was tested on 25 students of the eighth grade of high school, the test was carried out on the material of linear equations and linear inequalities of one variable. The results of the research show that: 1) the test instrument Higher Order Thinking Skills developed is valid and reliable, 2) has an average difficulty level for each type of question, and 3) the test instruments Higher order thinking skills (HOTS) developed fall into the category both in different power tests. So, the tool developed by the researchers deserves to be used as an assessment to measure the Higher Order Thinking Skills (HOTS) test for high school students

Analysis the quality of critical thinking and creativity questions in high school biology subjects with the Rasch model

A good instrument is an instrument that can measure students' abilities accurately. The research aims to analyze the quality of critical thinking and creativity items on water pollution material in terms of validity, reliability, and level of difficulty using the Rasch model. The research used a quantitative descriptive method involving biology learning experts and 173 class X high school students. The research was carried out in December 2023-January 2024. The data collection method used expert assessment sheets and critical thinking and creativity essay questions. Data were analyzed using the Rasch model assisted by Quest. The results showed that of the 10 critical thinking essay questions, 3 questions were invalid, while of the 8 creativity essay questions, 1 question was invalid based on the suitability of the INFIT MNSQ and OUTFIT T scores. The results of the reliability test with Cronbach’s alpha showed that the reliability value of the critical thinking instrument was 0.74 and creativity 0.79. Average difficulty level of questions with threshold values in the medium and difficult categories. Overall, the instrument was feasible and question items that did not fit the Rasch model were removed.

Identification of cheating methods in large-scale tests: Islamic education subject matter in the national examination

This study aims to determine item characteristics based on item response theory and identify cheating during the administration of the National Standardised School Examination (USBN) for Islamic religious education at the senior high school level in the 2015/2016 school year in Yogyakarta. The data source consists of 2929 answer sheets from USBN participants in the subject of Islamic Religious Education (PAI) under Package A of the KTSP curriculum. Using a quantitative approach with an ex post facto design, the analysis uses item response theory for item characteristics and person fit and test acceptance methods for identifying cheating. The results show that the PAI USBN test instrument for the 2015/2016 academic year has a moderate average level of difficulty, with a good information function. The Test Acceptance method, which identified 153 cases of knowledge sharing, 891 cases of ignorance sharing and 222 cases of response sharing, proved to be more effective in detecting cheating than the Person Fit method, which identified 2 individuals.

Analysis of Difficulties Faced by High School Biology Teachers in Pringsewu Regency in Implementing Non-Test Assessments

Assessment plays a crucial role in achieving learning objectives. The use of non-test assessments is still limited to the affective and psychomotor domains, whereas in science, particularly biology, assessment should cover all three domains to make the learning process meaningful. This research uses a qualitative descriptive method. The population consists of SMA Negeri 1 Ambarawa, SMA Negeri 1 Pardasuka, and SMA Negeri 1 Pagelaran, with purposive sampling as the sampling technique. Data collection techniques include interviews, observations, questionnaires, and documentation. Data validity is ensured through triangulation of data sources. Data analysis involves data reduction, data presentation, and drawing conclusions. The results of data collection through questionnaires show an average difficulty level. The observation results indicate no evidence of attached portfolios and projects. Meanwhile, interviews reveal difficulties due to a large number of students, limited time allocation, challenges in remembering each student’s attitude, difficulties in assessing self-honesty and peer assessment, the absence of specific instruments, many points to be assessed, complex instruments, insufficient socialization in instrument creation, lack of knowledge about IT, old age of teachers, and limited practical tools and materials.

Pengembangan Instrumen Tes Tipe Higher Order Thinking Skills (HOTS) Pokok Bahasan Bangun Ruang Sisi Datar

This study aims to determine the process and analyze the quality of the HOTS-type test instrument development on flat side space and measure students' higher-order thinking skills. This type of research is research and development with the Formative Research (Tessmeer) model. The test subjects in this study were class XI.3 students at SMP Negeri 30 Makassar, totaling 30 students. Based on the research results, it is known that 1) the development process using the Formative Research (Tessmeer) model through 4 stages, namely the preliminary stage, the self-evaluation stage, the prototyping stage, and the field test stage. 2) the quality of test development is declared valid with a CVR (Content Validity Index) value, the average total score is 1 with a very appropriate category or is in the interval 0.68-1.00, practically based on the results of the questionnaire analysis of student responses 89.07% with the response category "Very Positive”, reliable with an average of 0.752 and 0.866 in the high category (reliable), the average difficulty level of the total score is 0.69 and 0.49 in the medium category, and the different power of the average total score is 0.42 and 0.49 in the good category. 3) students' critical thinking ability averaged 67.61, which was in the good category. Thus, this HOTS-type test instrument can be used to measure students' high-order thinking skills.

Development of HOTS (High Order Thinking Skill) Question Instrument on Thermochemistry Material

This study aims to make High Order Thinking Skill (HOTS) items in the form of multiple-choice types of thermochemistry material for SMA/MA. The development of the HOTS question instrument was carried out to produce valid and reliable question items. The HOTS question instrument development method uses the Mc development model. Intire. Data results in development research can be carried out using rater validation and test results. Based on the results of the rater, it can be stated that the items are feasible to test by looking at the average value of validity, which is 0.727 so that they are included in the high category by looking at aspects, namely material, construction and language aspects. Based on the calculation of the results by producing 15 questions with thermochemical material for SMA/MA which are valid with the criteria for the average level of difficulty, namely (0.584), the criteria for discriminating power of the average questions, namely (0.576) with the criteria for the average validity test, namely (0.493) reliability criteria with an average of (0.686). The conclusion obtained from the data is that the HOTS question instrument can be declared suitable for student use.

Teaching and assessment of physics measurement uncertainty in remote delivery during Covid-19 Lockdown

The teaching and assessment of measurement uncertainty in physics lab class has been an ongoing challenge under the Covid-19 no-access policy, especially in a Two-year community college setting with less budget. The tactile experience as a tacit knowledge must be delivered in words and students are presumed to be able to learn from reading and following the rules in a simulation, with an analogy of the learning of emotions in a literature class with the original words in the novel and the related movies. The transference learning process offers guidance to design the remote delivery of experiential learning in a lab class. The quantitative uncertainty in physics lab is an assessment of how well we know. The misconception that a simulation lab would carry zero uncertainty was found to be the more difficult for students to eliminate. When the teaching of uncertainty percent calculation be classified as a lesson at the average difficulty level, then the teaching of the uncertainty in graphical representation would be deemed to be at the next difficulty level. For the case with a single formula in several variables, the small change concept in algebra can be used to estimate the uncertainty when the small changes are in absolute magnitudes. For the case with two or more cascade formulas, the use of simulation to estimate uncertainty from the variation of the simulation results would be practical. Teaching uncertainty examples and assessment rubric examples for experiential learning in remote delivery during Covid -19 pandemic are discussed.

Criteria For Good Test Questions (Analysis of Writing of Islamic Junior High School Exam Questions for Arabic Language Subjects at the Ta'mirul Islam Islamic Boarding School)

The aim of this research was to analyze the odd exam question in Arabic subject to the ninth-grade students at Boarding School of Ta’mirul Islam Surakarta in academic year 2020/2021 which include the validity, power of difficulty, discrimination power, and answer patterns. This method used in the research was a descriptive quantitative method. The result of the analysis showed that the quality which was seen from the 1) validity there were 11 or 27,5% questions which were valid and the rest were 29 or 72,5% of questions were invalid. 2) from the level of difficulty, there were 4 or 10% of questions which average level of difficulty, and there were 32 or 90% of questions which had difficult and easy level. 3) From the discrimination power there were 10 or 25% of questions which had good discriminations and 30 or 75% of questions which had low and negative. 4) from the answer patterns, it is known that in general all distributor in the question were unfunctional properly

Effect of Missing Data on Test Equating Methods Under NEAT Design

In this study, it was aimed to examine the effect of missing data in different patterns and sizes on test equating methods under the NEAT design for different factors. For this purpose, as part of this study, factors such as sample size, average difficulty level difference between the test forms, difference between the ability distribution, missing data rate, and missing data mechanisms were manipulated. The effects of these factors on the equating error of test equating methods (chained-equipercentile equating, Tucker, frequency estimation equating, and Braun-Holland) were investigated. In the study, two separate sets of 10,000 dichotomous data were generated consistent with a 2-parameter logistic model. While generating data, the MCAR and MAR missing data mechanisms were used. All analyses were conducted by R 4.2.2. As a result of the study, it was seen that the RMSE of the equating methods increased significantly as the missing data rate increased. The results indicate that the RMSE of the equating methods with imputed missing data are reduced compared to equating without imputed missing data. Furthermore, the percentage of missing data, along with the difference between ability levels and the average difficulty difference between forms, was found to significantly affect equating errors in the presence of missing data. Although increasing sample size did not have a significant effect on equating error in the presence of missing data, it did lead to more accurate equating when there was no missing data present.

Developing Numeration Literacy Test Based on Bataknese Ethnomathematics in Three-Variable Linear Equation Lesson

One of the factors contributing to the low ability to understand numeracy literacy is the lack of test instruments to improve numeracy literacy skills. Thus, test development is needed to improve students' numeracy literacy skills. A numeracy literacy instrument based on ethnomathematics is a test that is rarely learned at schools. This study aims to produce a qualified ethnomathematics-based numeracy literacy test. This research follows the Research and Development (R & D) method with a 4-D model. The data collection was carried out using a validation test instrument and test. This study produced 16 items of multiple-choice questions and 5 items of essays that were declared valid and suitable for use. The multiple-choice test is reliable with a coefficient of 0.738, an average differentiating power of 0.35 (good), and an average level of difficulty of 0.518 (medium) and distractors function well. The essay test instrument was declared reliable with a reliability coefficient of 0.942, an average differentiating power of 0.41 (good), and an average level of difficulty of 0.56 (medium). Based on tests of validity, different strengths, the level of hardness, and instrument practicality are obtained an average percentage of 82,91%% by students of a very practical category and 80% by teachers with a practical category. Thus it is gained that an assessment instrument developed is stated to be practical and suitable for use as an exercise instrument for developing student numeration literacy capability
 Keywords: test instrument, numeracy literacy, ethnomathematics.

Amazonas: Gaps in Tourism Entrepreneurship

Purpose: This research was carried out with the objective of identifying the gaps that exist for the development of tourism enterprises in Chachapoyas-Amazonas, Peru. Method: We worked with a quantitative approach and a non-experimental design. The population was integrated by 241 micro and small companies, better known as Mypes. These are characterized by offering services such as accommodation, food, and travel agencies. Results and conclusion: The survey was applied to a sample of 52 Mypes. As a main result, it was found that 44.2% of the internal factors represent a high level of difficulty. As a result, it is concluded that the gaps for these ventures in the province are wide, which prevents their successful development. Research implications: This study revealed that administrative management represents a 40.4% average level of difficulty. This is interpreted as the problem in the organization and acquisition of roles in a company or venture. Originality/value: Latin America also contributes to the Gross Domestic Product with 90% of entrepreneurial activity. Regarding the countries with the highest entrepreneurship record, the United States tops the list of the 10 registered as leaders.

An Integrated MCDM Model for Sustainable Course Planning: An Empirical Case Study in Accounting Education

As an essential element of higher education, course planning at the program level is a complicated multi-criteria decision making (MCDM) problem. In addition, a course planning process tailored to sustainable development is exceptionally important to sustaining the quality of academic programs. However, there is a scarcity of research on the program course planning problem at the operational level due to a diverse set of stakeholder requirements in practice. Motivated by the challenge, this study proposes an innovative MCDM model for sustainable course planning based on He-Xie management theory. In the introduced framework, the best worst method (BWM) can obtain the optimal weights of sustainability competencies, which are then embedded into the fuzzy filter ranking (FFR) method to generate the ranking of candidate courses by each course module, considering the connectivity between courses and the development of sustainability competencies. Finally, multi-choice goal programming (MCGP) is adopted to allocate each selected course to a semester, aiming to balance total credits and average difficulty level among semesters as much as possible. The practicability and reliability of the proposed course planning model is validated through a case study of an undergraduate accounting program. Results show that the proposed framework is a feasible tool for course planning. This research extends the existing literature on course planning by explicitly capturing the fuzzy nature of human decision making and avoids underestimation of the decision. The implications of the paper are not restricted to developing a sustainable course plan for an accounting program.

Physical and psychological violence victimization scale in adolescents dating: Confirmatory factor analysis and Rasch model

<span lang="EN-US">This study aimed to assess the psychometric properties of physical and psychological violence victimization (PPVV) scales in adolescent dating. The PPVV scale consists of 37 items (17 items of physical violence and 20 items of psychological violence), with a 4-point Likert rating scale. A total of 682 students met the inclusion criteria as respondents (88.56% female, 11.44% male). Respondents are in the age range of 15-24 years and from the first year of college to the fourth year. The results showed that two items did not fit statistically, and six were biased toward the respondent’s attributes. The average difficulty level of the item is higher than the respondent’s ability level. The PPVV instrument developed shows unidimensionality. Meanwhile, the four rating scales used have not shown satisfactory performance. They need to be simplified into three scales. However, analysis of the confirmatory factor analysis (CFA) and Rasch model shows that the PPVV scale has a good factor structure and psychometric properties as a measuring tool. So, the PPVV instrument can be used by future researchers by eliminating PhyV11 and PhyV16 and using a three-level rating scale.</span>

FLIPPED LEARNING BY GOOGLE APPS IN SUPPORTING LEARNING AND TEACHING DURING PANDEMIC IN OMAN

The research study is commonly delivered using the traditional lecture format, followed by a question and answer session with students. Another approach is to divide students into groups, assign them themes to discuss, and then have them present the issues one by one. This learning technique, however, is not appropriate for use during a pandemic. In this study, students achieve the desired purpose of learning activities by utilizing the Active Learning approach and instructional strategy using Google Apps Learning Approach. Instructors can meet and talk with students both in-person and through the online system. This method is well-known as the Flipped Learning. This goal can be demonstrated by students arriving on time for individual discussion activities, explaining the topic, listening to other members' explanations, participating in conversations, exhibiting critical thinking, and leading physical or online discussion activities. However, because this activity takes place online, there are a number of challenges to overcome during the implementation phase, including internet network issues, data constraints, and device specs that do not allow learning activities—this study involved a total of five postgraduate students. This study was done from February to May 2022. The prior study used the questionnaire and got the expert's permission. The study was evaluated using descriptive quantitative statistics including standard deviation, percentage, frequency, and score. According to the report, students' average level of difficulty with Google Apps is 3.82.

Effect Size of Mathematics Blended Learning Design on Increasing Mathematical Problem-Solving Ability of Polytechnic Students in the Covid-19 Pandemic Period

The purpose of this study was to determine the effect size of the blended learning design on increasing the Mathematical Problem-Solving Ability of polytechnic education students during the covid 19 pandemic. The study was carried out at the Bali State Polytechnic (BSP), using a mastery-experimental approach, with a pre-test post-test design of non-equivalent control. design groups. The subjects are students in the engineering field of BSP in 2020/2021. Samples were taken purposively as many as 10 classes and divided into experimental and control groups. Data were collected using a mathematical ability test developed by the researcher. The level of validity is between 0.31 and 0.89, the reliability is 0.97, the average difficulty level is 0.41 and the discriminatory power index is between 0.25 to 0.75. Data were analyzed using t test, paired t test and N-Gain score. There is a significant difference between the average mathematical problem solving ability of students taught using the blended learning model and being taught using the full e-learning model. The blended learning model is more effective in improving mathematical problem solving abilities than the full e learning model. The effect size is very large on increasing mathematical solving abilities in learning using blended learning. The implication is that the optimal application of the blended learning design in polytechnic education during the covid 19 pandemic, the learning process becomes more effective and succeeds in improving students' mathematical problem solving abilities.

Comparative Analysis of Question Item Parameters and Students' Ability between Dichotomy and Polytomic Score Versions; Research on Mathematics National Exam Test Participants

The purpose of this study was to determine the differences in the estimation of item parameters and students' abilities between the dichotomous scoring version and the polytomy scoring version. The data used in this study is the response of participants in a particular year national mathematics exam test which is presented in two versions of the scoring form, namely dichotomy and polytomy. In the dichotomous scoring version, each item is scored individually. Alternatively, each item that is scored separately on the dichotomous version, is aggregated into the same indicator, and then summed to obtain the polytomy version. Estimation of item parameters and students' abilities in the dichotomous scoring version was carried out using the 3 PL (Logistics Parameter) model using MLE estimation and the polytomy scoring version using the GPCM (Generalized Partial Credit Model) using EAP. Both were analyzed using PARSCALE software. Comparative analysis of the two scoring versions by looking at the average results of the estimated difficulty level, graph analysis, calculating correlations, and the results of the value of the information function. The results of the analysis show that the average difficulty level of the dichotomous version is 0.166, with a standard deviation of 1.137, while the average difficulty level of the polytomy version is 0.033, with a standard deviation of 0.940. The value of the dichotomous scoring version of the information function is higher than the polytomy scoring version. These results indicate that the math exam test with the dichotomous scoring version is better than the polytomy scoring version. graph analysis, calculate correlations, and result in value information functions. The results of the analysis show that the average difficulty level of the dichotomous version is 0.166, with a standard deviation of 1.137, while the average difficulty level of the polytomy version is 0.033, with a standard deviation of 0.940. The value of the dichotomous scoring version of the information function is higher than the polytomy scoring version

Auditory perception of 6- and 7-year-old children from Poland and Czech Republic – comparative analysis

The article presents the results of an auditory perception study carried out with the use of Mira Stambak’s Reproduction of Rhythmic Structures, aimed at assessing the development of auditory perception. The study consisted in reproducing rhythmic structures with different levels of difficulty. The aim of the study was to assess the level of auditory perception in 6- and 7-year-old children from Poland and Czech Republic. For the purposes of the analysis, the respondents were divided into four groups, taking into account their age and place of residence. The article presents the results of the analysis of the assessment of the general correctness of the performance of tasks in each group due to the varying level of difficulty. As a result of the conducted research, it was found that the age and place of residence of the examined children determine the correctness of the performance of tasks of varying levels of difficulty assessing the level of auditory perception. The results regarding the correctness of simple tasks were not varied depending on the respondents’ age group and place of residence. In the case of tasks with an average level of difficulty, the results were comparable in both examined age and territorial differentiated groups. As regards the performance of the most difficult tasks, there were statistically significant differences between the compared groups with the highest results among 6- and 7-year-olds from Poland. Also, with regard to the total number of correctly performed tasks, there were statistically significant differences between the compared groups.

The quality of mathematics learning in MTs Institution during the Covid-19 pandemic

The implementation of mathematics learning in the COVID-19 period must be tested for quality, one of which is by knowing the quality of evaluation tests used during online learning in schools.The purpose of this study is to find out the quality of MTs math learning ecvaluation tests during the COVID-19 Pandemic through analysis of the quality of evaluation tests used. A good test should meet standards in validity, reliability, differentiating power, appropriate level of difficulty. The research method used is a quantitative descriptive research method conducted at MTs NW Nadhatul Abror NW Nyangget Mataram through three stages of activities, namely preparation, implementation and completion. Quantitative data obtained is a score of mathematical problem-solving skills. Data analysis techniques are used quantitatively to determine the level of quality of instruments empirically while qualitative to determine the category of validity, reliability, different power and difficulty level of test instruments. The results showed that there were 13 questions of good quality, 10 revised and 17 rejected with an average difficulty level of question items = 0.685 and had been able to distinguish students in high and low grades. The 13 issues are included in the problem with high validity and good reliability.

Kualitas pembelajaran matematika MTs di masa pandemi Covid-19

The implementation of mathematics learning in the COVID-19 period must be tested for quality, one of which is by knowing the quality of evaluation tests used during online learning in schools.The purpose of this study is to find out the quality of MTs math learning ecvaluation tests during the COVID-19 Pandemic through analysis of the quality of evaluation tests used. A good test should meet standards in validity, reliability, differentiating power, appropriate level of difficulty. The research method used is a quantitative descriptive research method conducted at MTs NW Nadhatul Abror NW Nyangget Mataram through three stages of activities, namely preparation, implementation and completion. Quantitative data obtained is a score of mathematical problem-solving skills. Data analysis techniques are used quantitatively to determine the level of quality of instruments empirically while qualitative to determine the category of validity, reliability, different power and difficulty level of test instruments. The results showed that there were 13 questions of good quality, 10 revised and 17 rejected with an average difficulty level of question items = 0.685 and had been able to distinguish students in high and low grades. The 13 issues are included in the problem with high validity and good reliability.